Issue link: http://educator.cta.org/i/1437090
Parnell, who teaches primarily Black and Latino students, hopes to see the tech industry become more racially diverse, too, reflecting California's demographics. The challenge is real: According to a 2020 Los Angeles Times story, " The industry has failed to move the needle on workplace diversity," and as a result, "an entire sector of the economy … is functionally barely open to Black and Latino people." Parnell grew up in the Crenshaw Dis- trict of Los Angeles and went to school in LA Unified. She always wanted to be a teacher. "Growing up, I would gather all the kids on my block to come onto my lawn, where I had a chalkboard, and have them do math." With support from the Fulfillment Fund (an LA nonprofit that helps make college a reality for students growing up in underresourced communities), she attended Bryn Mawr in Penn- sylvania. After graduation she joined Teach for America. She was placed at Bret Harte; after five years as a math teacher, she was ready for a change. "I had an opportunity to pilot an all- girls introduction to computer science class. I went to an all-women's college and knew the advantages of being surrounded by other girls — which is being more willing to take risks, speak up, and share ideas. I wanted to dupli- cate that experience with students on my campus." She sought support and expertise from Code.org, a nonprofit that expands access to computer science, including animation, while increasing participa- tion by young women and students from other underrepresented groups. Parnell, top right, and her students with David Beckham. Geoff Vu "It was a very exciting time for me to be surrounded by young ladies and all of us learning together. I was up-front with my students. I said, 'I'm terrified too, I don't know how it will turn out, but let's see where it takes us.'" It has taken her to new opportuni- ties, where she now teaches computer science and animation, including one all-girls computer science class. Parnell describes her teaching style as warm but demanding. "My students know I mean business, but they also know I care for them and want them to be their best selves at all times." "I wanted to take computer science because coding is super fun," says Vernia Morgan, eighth grader and stu- dent body president, who is enrolled in the all-girls class. "Being in this class opened my mind to a career path in computer science." "I really like the way Ms. Parnell teaches, because it makes me feel like I have something to look forward to," says seventh grader Charlie Sellman. Parnell lets her students shine. Pre-pandemic, they presented at the inaugural Future Trailblazer Challenge hosted by Salesforce, competing with students from other schools in a style similar to the T V show Shark Tank. Her students used coding and a 3D printer to build a solution to a problem — school shootings — and created a drop-down mechanism on classroom doors to keep intruders out. Her stu- dents have also met with UNICEF ambassador and soccer star David Beckham to discuss concerns about the state of the world. "For me, the fun comes when I allow students to create what they want to create and see them apply all the skills they have learned," Parnell says. "I love seeing them do what they are interested in and sharing that with their classmates." Parnell also trains teachers in computer science alongside com- puter science specialists. During the pandemic she created videos for her students, and she continues the prac- tice this year. She cried happy tears when she was named Teacher of the Year. "It was so nice to be recognized. It's not about what we do in the classroom; it's also about preparing our students to be successful in the outside world. I'm so glad I wasn't afraid to take a risk. We are all teachers and learners. We are all in this together." 22 cta.org